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INDONESIA
Journal of English and Education
Published by Universitas Pendidikan Indonesia
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Learning is an anthology of articles from students of English Education study program at Indonesia University of Education. It publishes twice a year: October and April. The articles in each issue are based on undergraduate students' final paper (skripsi).
Arjuna Subject : -
Articles 118 Documents
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CLASSROOM INTERACTION: AN ANALYSIS OF TEACHER TALK AND STUDENT TALK IN ENGLISH FOR YOUNG LEARNERS (EYL) Rini Triani Pujiastuti
Journal of English and Education Vol 1, No 1 (2013)
Publisher : Journal of English and Education

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Abstract

This research-based paper  presents the investigation on  1) the realization of verbal classroom interaction, 2) types of teacher talk  3)  teacher talk implication on student’s motivation, 4) student talk and 5) teacher’s roles in classroom interaction. Employing a qualitative research design and case study approach, the data for this study were collected in a classroom context where the participants were an English teacher for young leaners and her 15 studentsin one private primary school in Bandung in the form of observation and interview. The results indicate that all of the teacher talk categories of FIAC were revealed  covering giving direction, lecturing, asking questions, using student’s ideas, praising, criticizing student’s behavior and accepting feelings. However, giving direction and lecturing were found as the most frequently used categories among all.  In addition, the teacher mostly adopted a role as controller in the classroom as she frequently led the flow of interaction.  In terms of student talk, student’s response and initiation were revealed in this study.  It is also found that student’s initiation playsa significant part in the classroom interaction.   Keywords: Classroom interaction, student talk, teacher talk, young learners.
THE USE OF CONTEXTUAL VIDEO TO IMPROVE STUDENTS` LISTENING ABILITY Mardiya Kamilah
Journal of English and Education Vol 1, No 1 (2013)
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Abstract

The major goals of the study were to investigate the effectiveness of contextual video usage in improving the students’ listening ability and to find out the students’ responses toward the use of contextual video in listening practice related to the students’ English knowledge and the students’ psychology. The study included eight graders of junior high school as the participant that were designed into two groups: experimental class and control class. This study was accomplished by comparing the students’ listening score in experimental class to the students’ listening score in control class using independent t-test and the data were collected use pilot-test, pre-test, post-test and a questionnaire. This study revealed that, on average, the students’ listening score in experimental class that learn through contextual video (M =79.45, SE=1.69, p0.05) is higher than the students’ listening score in control class that learn through conventional method (M=73.21, SE=1.96) with medium effect size (r=0.269). Thus it can be assumed that contextual video is effective in improving students’ listening ability. Furthermore, the result of questionnaire analysis also revealed that the students’ responses toward the use of contextual video in listening practice were positive. Most students stated that contextual video gave more advantages than the disadvantages related to their English knowledge and psychology. The study was concluded that contextual video can be used as an alternative teaching medium for listening practice. For consideration, contextual video can also be used in other topics or even subjects. Keywords:Listening, Listening Ability, Teaching Listening, Contextual Video
THE USE OF PROJECT-BASED LEARNING IN IMPROVING THE STUDENTS` SPEAKING SKILL (A Classroom Action Research at One of Primary Schools in Bandung) Darini Bilqis Maulany
Journal of English and Education Vol 1, No 1 (2013)
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Abstract

The paper reporst on a two-cycle action research conducted at a Year 4 class at one primary school in Bandung. This study aimed to find out whether Project-based Learning could improve young learners’ speaking skill or not and what speaking aspects were improved through PBL. It also aimed to investigate what speaking activities were used in PBL to improve their speaking skill. To collect the data, participatory observation was done for eight meetings and speaking assessment was conducted three times in the first, fifth, and eighth meetings (Pre-test, Post-test 1, Post-test 2). Qualitative analysis was also used in this design of study. The findings show that PBL could improve the students’ speaking skill. It was indicated by the improvement of the students’ speaking aspects adapted from Harries (1984) and Brown (2004) covering comprehension, vocabulary, grammar, fluency, and pronunciation. Of all the five aspects, comprehension and vocabulary were improved most significantly. As for the speaking activities used in PBL, this study used the ones proposed by Brown (2004) and Kayi (2006). Of 21 speaking activities, nine of them were used, namely drilling, storytelling, directed response, picture-cued, translation of limited stretches of discourse, question and answer, discussion, games, and role-play. Based on this study, it is suggested that Project-based Learning is implemented in teaching speaking in primary schools. Keywords:Speaking skill, speaking aspects, speaking activity, young learners, Project-based Learning
AN ANALYSIS OF STUDENTS’ ABILITY AND DIFFICULTIES IN WRITING DESCRIPTIVE TEXTS Juanita Siahaan
Journal of English and Education Vol 1, No 1 (2013)
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Abstract

This paper repotrs on an investigation towardsthe tenth graders’ ability and difficulties in writing descriptive text in one class of one senior high school in Bandung. The research used a qualitative case study as the method and texts analysis as the data collection techniques. Nine texts written by Low, Mid, and High achievers were analyzed in terms of schematic structure and linguistic features using Systemic Functional Linguistics. The findings revealed that the students representing the middle and high achievers had a good control about the schematic structure of descriptive text. They also were able to use appropriate linguistic features. On the other hand, it was also revealed that the low achievers were still confused in identifying the schematic structure of descriptive text. Moreover, the low achievers still needed a lot of improvement as they still made a lot of mistakes in the text they wrote.  Keywords: Descriptive Text, Systemic Functional Linguistics
THE USE OF VOCABULARY JOURNAL IN ENRICHING STUDENTS’ VOCABULARY MASTERY AND THE STUDENTS’ ATTITUDES TOWARD ITS USE Fika Nurul Hanifia
Journal of English and Education Vol 1, No 1 (2013)
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Abstract

The research was aimed at discoveringthe effects of vocabulary journal on the students’ vocabulary mastery and also their attitudes toward its application in the class. This research employed quasi-experimental design. Fifty students of eighth grade of a Junior High School in Bandung were taken and divided into two groups namely control group and experimental group. The data were gained from pre-test, post-test, and interview. The data of the pre-test and the post-test were analyzed using t-test while the data of the interview were analyzed descriptively. The result of the post-test showed the sig. (2-tailed) .000, which meant that after the treatment, both classes were different in terms of vocabulary score statistically. Experimental class tended to have better scores than control class did. Moreover, the data of the interview showed positive responses to the use of vocabulary journal in learning vocabulary. In summary, it was proven that to some extents vocabulary journal is effective to develop students’ ability in mastering vocabularies. Keywords: Students’ attitudes, Vocabulary journal, Vocabulary mastery
LANGUAGE MODIFICATION AND SUPPORTIVE ACTIONS BY AN ENGLISH TEACHER AT AN EYL CLASSROOM Siti Hazzah Sri Rahayu
Journal of English and Education Vol 1, No 1 (2013)
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Abstract

The paper is concerned with the analysis of how a teacher modifies his or her language in the classroom. Moreover, this study investigates what the teacher does to support his or her language in the classroom.  This study was conducted in one of international kindergartens in Bandung. The data were collected through video recording.  Then, the data were analyzed according to Pinter’s language modification framework (2006) and Harmer’s paralinguistic features (2002). The result shows that the teacher tended to modify her language by repeating her utterances. The teacher also supported her talk by implementing paralinguistic features, especially gestures.  This study recommended that teachers  should consider their choice of language carefully and support her talk  by implementing paralinguistic features. Keywords:Teacher talk, language modification, supportive actions,    young learners
THE USE OF LANGUAGE EXPERIENCE APPROACH IN TEACHING READING FOR YOUNG LEARNERS Dewi Syntiawati Rahayu
Journal of English and Education Vol 1, No 1 (2013)
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Abstract

This study is intended to figure out how Language Experience Approach (commonly abbreviated as LEA) improves students’ motivation and comprehension in reading. The use of this method was chosen as the alternative way in teaching reading for young learners based on its definition. The definition of this method is using students’ experience and knowledge as reading material. This study is an exploratory study which was conducted at one of the English course in Bandung and 6 students were participated in the study. Observation, questionnaires, and interview were employed to gain the data. The data were analyzed both qualitative and quantitative. The results of this study show that the implementation of LEA in teaching learning process was quite successful, despite some limitations of this study. The data gained from students’ show that LEA can help students improve their motivation and reading comprehensions. Most of the students (86, 67%) respond positively towards the use of LEA during the teaching learning process. The data from observation show that the students actively take participation in learning process. The data from questionnaires also reveal that LEA can help the students increase their motivation and confidence in performing language skills. Students also enjoyed the learning process. They were interested and had motivation to learn writing through LEA. Teacher should paid attention to the selection of material, because it influenced the level of students’ motivation and comprehension. The selection of material should be suitable with students’ ability and needs.  Based on the findings; it is recommended for further studies that LEA should be implemented in teaching reading at any skills and any educational levels.  Keywords: Language Experience Approach (LEA), motivation, reading, comprehension 
USING CHILDREN SHORT STORIES TO ENHANCE STUDENTS` READING COMPREHENSION Merli Puji Handayani
Journal of English and Education Vol 1, No 1 (2013)
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Abstract

The study informs the use of children short stories in teaching reading comprehension in one of junior high schools in Bandung. Due to their length, vocabulary, and storyline,  children short stories were selected for the purpose to increase students’ motivation to read.  A classroom action research was conducted in this study in form of three cycles of treatment. The data were collected through various sources: observation sheet, reading test, questionnaire, and interview. The data then were analyzed through triangulation method and reported in qualitative descriptive analysis. The findings revealed despite some limitations, the use of children short stories helped the students to improve their reading comprehension. The result of reading test showed a slightly improvement on the students’ average score from 61.09 in diagnostic test increased to 76.28 in Cycle 3 therapeutic test. The result of observation implied that the employment of reading strategies and the characteristic of children short stories gave influences to the improvement of students’ reading comprehension. In addition, the results from questionnaire and interview indicated that students were aware of having progress in terms of vocabulary and comprehending the text generally. It is thus recommended for further studies to minimize the challenge found in this study and to vary kinds of children short stories used. Keywords: A model of teaching, children short stories, reading comprehension, EFL students
THE IMPLEMENTATION OF PROCESS-GENRE APPROACH TO TEACHING WRITING BUSINESS LETTER Hilda Gupitasari
Journal of English and Education Vol 1, No 1 (2013)
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Abstract

This paper reports on the results of a study on the implementation of the process-genre approach to teaching writing business letters. The study aimed to find out whether the implementation of the process-genre approach can improve students’ ability in writing business lettersand to investigate students’ responses to the use of the process-genre approach. This study used Classroom Action Research (CAR) design and the participants were twelfth gradersat one vocational school in Cianjur. The results demonstrate improvement in students’ writing ability, evidenced in the increase in scores obtained at the end of the teaching program. Moreover, the resultsof the questionnaire also show the students’ consciousness that the process-genre approach could help improve their writing ability, especially writing application letters. Keywords: Process-genre approach, writing, application letter
A STUDY OF TEACHER TALK AND STUDENT TALK IN VERBAL CLASSROOM INTERACTION TO DEVELOP SPEAKING SKILL FOR YOUNG LEARNERS Ami Fatimah Mulyati
Journal of English and Education Vol 1, No 1 (2013)
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Abstract

This study aims at investigating the realization of verbal classroom interaction especially teacher talk and students talk that occurred during teaching speaking.  The data were taken from one private school in Bandung in the form of observations and interviews.  The data then were analyzed by the framework adapted from Flanders’ Interaction Analysis Categories (1970) and FACCT from Kumpulainen and Wray (2002).  The findings indicated that the teacher acted as the most dominant interlocutor during speaking activity.  Besides, it also showed that the teacher’s roles during interaction as director, manager, and facilitator.  The study recommends the teacher to support students to have more opportunity to speak during the lesson.  Finally, this study suggests further study to conduct similar research which covers different skills.  Keywords: Classroom interaction, teacher talk, student talk, young learners

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